Grade: 7 Unit: 3 Week: 1 Content: ELA Dates: 11/12-11/16
Theme Essential Question: How does real world determination inform the depiction of determined literary characters?
Essential Questions:
What characteristics depict courage?
How do authors use language to depict specific characteristics of courage and determination?
Standards
R.L.7.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
R.L.7.6 Craft and Structure: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
R.L.7.10 Read and comprehend literature.
R.I.7.3 Key Ideas and Details: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Ongoing Standards
R.L.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
R.L.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10 Range of Writing: Write routinely over extended time frames (times for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
L.7.1 Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.7.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; word’s position or function in a sentence) as a clue to the meaning of a word of phrase.
L.7.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital prints to find the pronunciation of a word or determine or clarify its precise meaning or its part growth.
L.7.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension.
Objectives: The Learner Will
TLW define determination.
TLW read and discuss fiction and nonfiction texts about people that face conflict.
TLW discuss how author’s use of language, diction, or style of presentation affects the meaning of their stories and makes their style unique.
TLW compare and contrast characters from the various texts read.
TLW demonstrate command of conventions of standard English grammar and usage when writing or speaking.
Assessment Product
Select two different time periods and write a letter from one time period to another.
Work in pairs or small group to create a blog from two different time periods
Create a short reflective essay on the similarities between multiple historical events
Examples
em and Vietnam Letter
and Sadako
Atomic Bomb (Sadoko) and 911
Key Questions (match Standard)
How does knowing the historical content impact the understanding of a story?
What are the similarities between multiple historical events?
Observable Student Behaviors (Performance)
Demonstrate a command of standard English grammar and usage in discussion and writing
Define characteristics of determination and various ways that demonstrate courage.
Cite textual evidence, especially as it relates to fictional characters actions in specific scenes.
Use multi-media to convey a message relating to specific issues within a specific timeline in history
Vocabulary
ELA
Depict Determination Point of view in narration Autobiography Biography
Suggested Activities (see Legend to highlight MCO and [HYS]) Class Discussion: Socialization, Ethnicity/Culture [Non-Linguistic representation, Summarizing/Notetaking]
What is the meaning of the word “determination?”
Define the word and create a class word map with examples of determination in texts read during this unit, write them on post-it notes and add them to the word map.
Literature Response:[Summarizing/Notetaking], Socialization
In response to an autobiography/biography excerpt or other media artifacts (speech, news article, video clip) that vividly details determination, write a quick response to this question in a journal: “ What makes ------ a person to whom I can relate?” Justify your answer with specific information from the text.
Use of Venn Diagram or Y-Chart to compare/contrast two non-fictional characters
Share your notes with a partner
Media Appreciation
Watch the HBO documentary Paper Clips, which is about a project started by middle school students to remember the people affected by the Holocaust. How does the format contribute to the meaning/impact? As a class, discuss why it is important to learn from history and pass that learning from generation to generation. Intercultural Competence, Racism/Discrimination
Grade: 7 Unit: 3 Week: 1 Content: ELA Dates: 11/12-11/16
Theme Essential Question: How does real world determination inform the depiction of determined literary characters?
Essential Questions:
Standards
Ongoing Standards
Objectives: The Learner Will
Assessment
Product
- Select two different time periods and write a letter from one time period to another.
- Work in pairs or small group to create a blog from two different time periods
- Create a short reflective essay on the similarities between multiple historical events
ExamplesKey Questions (match Standard)
Observable Student Behaviors (Performance)
Vocabulary
Determination
Point of view in narration
Autobiography
Biography
Suggested Activities (see Legend to highlight MCO and [HYS])
Class Discussion: Socialization, Ethnicity/Culture [Non-Linguistic representation, Summarizing/Notetaking]
- What is the meaning of the word “determination?”
- Define the word and create a class word map with examples of determination in texts read during this unit, write them on post-it notes and add them to the word map.
Literature Response:[Summarizing/Notetaking], Socialization- In response to an autobiography/biography excerpt or other media artifacts (speech, news article, video clip) that vividly details determination, write a quick response to this question in a journal: “ What makes ------ a person to whom I can relate?” Justify your answer with specific information from the text.
Graphic Organizer :[Similarities/Differences], Racism/DiscriminationHomework
Terminology for Teachers
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
[High Yield Strategies]
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
Resources
Professional Texts
http://my.hrw.com
Literary Texts
Poetry
Autobiographies/Biographies/Memoirs
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
7 Matrix
Accelerated 7
Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6